Language and Muslim Immigrant Childhoods

Language and Muslim Immigrant Childhoods

Documenting the everyday lives of Moroccan immigrant children in Spain, this in-depth study considers how its subjects navigate the social and political landscapes of family, neighborhood peer groups, and the institutions of their adopted country. García-Sánchez compels us to rethink theories of language and racialization by offering a linguistic anthropological approach that illuminates the politics of childhood in Spain's growing communities of migrants. The author demonstrates that these Moroccan children walk a tightrope between sameness and difference, simultaneously participating in the cultural life of their immigrant community and that of a "host" society that is deeply ambivalent about contemporary migratory trends.

The author evaluates the contemporary state of research on immigrant children and explores the dialectical relations between young Moroccan immigrants' everyday social interactions, and the broader cultural logic and socio-political discourses arising from integration and inclusion of the Muslim communities. Her work focuses in particular on children's modes of communication with teachers, peers, family members, friends, doctors, and religious figures in a society where Muslim immigrants are subject to increasing state surveillance. The project underscores the central relevance of studying immigrant children's day-to-day experience and linguistic praxis in tracing how the forces at work in transnational, diasporic settings have an impact on their sense of belonging, charting the links between the immediate contexts of their daily lives and their emerging processes of identification.

Autorentext

Inmaculada Mª García-Sánchez is Assistant Professor of Anthropology at Temple University, Philadelphia, USA, where her research focuses on language and the immigrant experience; language and culture in educational contexts; language and discrimination; and language socialization in immigrant communities. Her work on immigrant children has been published in journals such as Language and Communication, Linguistics and Education, Pragmatics, and Multicultural Perspectives, and she contributed to The Handbook of Language Socialization (Wiley Blackwell, 2012). García-Sánchez has received numerous awards for her work, and in 2012 was granted a National Academy of Education/Spencer Foundation Postdoctoral Fellowship.

Klappentext

Documenting the everyday lives of Moroccan immigrant children in Spain, this in-depth study considers how its subjects navigate the social and political landscapes of family, neighborhood peer groups, and the institutions of their adopted country. García-Sánchez compels us to rethink theories of language and racialization by offering a linguistic anthropological approach that illuminates the politics of childhood in Spain's growing communities of migrants. The author demonstrates that these Moroccan children walk a tightrope between sameness and difference, simultaneously participating in the cultural life of their immigrant community and that of a host society that is deeply ambivalent about contemporary migratory trends.

The author evaluates the contemporary state of research on immigrant children and explores the dialectical relations between young Moroccan immigrants' everyday social interactions, and the broader cultural logic and socio-political discourses arising from integration and inclusion of the Muslim communities. Her work focuses in particular on children's modes of communication with teachers, peers, family members, friends, doctors, and religious figures in a society where Muslim immigrants are subject to increasing state surveillance. The project underscores the central relevance of studying immigrant children's day-to-day experience and linguistic praxis in tracing how the forces at work in transnational, diasporic settings have an impact on their sense of belonging, charting the links between the immediate contexts of their daily lives and their emerging processes of identification.

Zusammenfassung
Language and Muslim Immigrant Childhoods Documenting the everyday lives of Moroccan immigrant children in Spain, this in-depth study considers how its subjects navigate the social and political landscapes of family, neighborhood peer groups, and the institutions of their adopted country. García-Sánchez compels us to rethink theories of language and racialization by offering a linguistic anthropological approach that illuminates the politics of childhood in Spain's growing communities of migrants. The author demonstrates that these Moroccan children walk a tightrope between sameness and difference, simultaneously participating in the cultural life of their immigrant community and that of a host society that is deeply ambivalent about contemporary migratory trends. The author evaluates the contemporary state of research on immigrant children and explores the dialectical relations between young Moroccan immigrants' everyday social interactions, and the broader cultural logic and socio-political discourses arising from integration and inclusion of the Muslim communities. Her work focuses in particular on children's modes of communication with teachers, peers, family members, friends, doctors, and religious figures in a society where Muslim immigrants are subject to increasing state surveillance. The project underscores the central relevance of studying immigrant children's day-to-day experience and linguistic praxis in tracing how the forces at work in transnational, diasporic settings have an impact on their sense of belonging, charting the links between the immediate contexts of their daily lives and their emerging processes of identification.

Inhalt
Acknowledgments viii

1 Introduction 1

2 Moros en la Costa: The Moroccan Immigrant Diaspora in Spain 28

3 Learning About Children's Lives: A Note On Methodology 61

4 Moroccan Immigrant Childhoods in Vallenuevo 88

5 The Public School: Ground Zero for the Politics of Inclusion 125

6 Learning How to Be Moroccans in Vallenuevo: Arabic and the Politics of Identity 183

7 Becoming Translators of Culture: Moroccan Immigrant Children's Experiences as Language Brokers 221

8 Heteroglossic Games: Imagining Selves and Voicing Possible Futures 257

9 Conclusion 289

Appendix 1: Working with Video-Recorded Discourse Data 307

Appendix 2: Arabic Transliteration Symbols 310

References 311

Index 349